INNOVATIVE SCIENCE LEARNING STRATEGIES: COMBINING AUDITORY INTELLECTUALLY REPETITION (AIR) AND WINDOW SHOPPING METHODS

Rofi Wafa Fadillah
Riandi Riandi
Irma Rahma Suwarma


DOI: https://doi.org/10.29100/.v7i1.5820

Abstract


In the current era of globalisation and rapid technological advancement, the importance of science education cannot be overstated. However, traditional methods of teaching sciences frequently suffer from problems like poor student performance and poorly understood concepts. This study explores the combination of two innovative learning methods: Window Shopping and Auditory Intellectual Repetition (AIR). The AIR method encourages auditory and intellectual learning through questioning, while the Window Shopping method promotes interactive and exploratory learning. Through a comprehensive approach, this study examines the potential benefits and effectiveness of integrating this method into science education. All of them indicate that using AIR and Window Shopping can create a dynamic and multifaceted learning environment that increases student engagement, comprehension, and retention of academic concepts. It has been proven that an integrated approach promotes teamwork, deeper understanding of scientific subjects, and active engagement, all of which lead to better learning results.


Keywords


Auditory Intellectually Repetition (AIR); window shopping; method; students’ motivation

Full Text:

PDF

Article Metrics :

References


Adu-Gyamfi, Kenneth. "Lack of interest in school science among non-science students at the senior high school level." Problems of Education in the 21st Century 53, no. 1 (2013): 7-21.

Asari, H., & Kristiana, A. I. (2021). Penerapan Model Pembelajaran Auditory Intellectually Repetition (AIR) Untuk Mengatasi Kesalahan Siswa Dalam Menyelesaikan Soal Pokok Bahasan Relasi Dan Fungsi Kelas Viii Di Smp Islam Al-Mu’ientahun Ajaran 2013/2014. Kadikma, 7(2), 44-54.

Asih, N. M., & Nilakusmawati, D. P. E. (2017). Effectiveness Application of Auditory Intellectually Repetition (Air) Learning Model To Improve Student’S Learning Outcomes on Subject Two-Dimensional and Three-Dimensional Shapes. International Journal of Advanced Research, 5(4), 933-938.

Athiyah, I. (2022). Classical Guidance Services Using Window Shopping Method To Improve Reading Comprehension Of Vocational School CounseloRS. IJIET (International Journal of Indonesian Education and Teaching), 6(1), 108-120.

Bonatua, D. S., Mulyono, D., & Febriandi, R. (2021). Penerapan model pembelajaran AIR (auditory, intellectualy, repetition) menggunakan media gambar pada pembelajaran tematik sekolah dasar. Jurnal Basicedu, 5(5), 3850-3857.

Effendi, M. Y., & Widiyatmoko, W. (2023). The Impact of the Window Shopping Learning Model on Learning Outcomes of Junior High School Students. JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), 8(1), 573-586.

Febriana, B. W., & Arjek, T. H. (2022, December). Implementation of Auditory Intellectually Repetition (AIR) learning model to students’ achievement in buffer solution materials. In AIP Conference Proceedings (Vol. 2645, No. 1). AIP Publishing.

Febriani, N. N., Dimyathi, M. A., & Abdullah, R. B. (2023). Integrating the Whoop It Up Strategy with the AIR (Auditory, Intellectually, Repetition) Learning Model in Arabic Language Learning. Arabiyat: Journal of Arabic Education & Arabic Studies/Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 10(2).

Kamsurya, R., & Saputri, V. (2020). Influence of Auditory Intellectually Repetition (AIR) and Self Efficacy Learning Models on HOTS Problem-Based Problem Solving Ability. Jurnal Ilmiah Mandala Education, 6(2).

Musa, L. A. D., Hardianto, H., & Nur, M. F. (2022). Improving Student Learning Outcomes Through The Application of A Cooperative Learning Model with A Shopping Window Setting. Eduvest-Journal of Universal Studies, 2(11), 2368-2378.

Mustofa, S. B., Listyarini, I., & Untari, M. F. A. (2020). Keefektifan Model Pembelajaran Air (Auditory Intellectually Repetition) Terhadap Hasil Belajar Tema 6 Siswa Kelas V. Jurnal Sinektik, 3(2), 180-187.

Mutmainah, E., & Pratiwi, P. H. (2019). Implementasi Pembelajaran Sosiologi Dalam Konteks Kurikulum 2013. E-Societas, 8(5).

Pratiwi, R., Waziana, W., & Anggraeni, D. (2022). Application Of Windows Shopping In Differentiated Learning To Improve Students'mathematics Learning Outcomes In Terms Of Learning Styles. JMPA (Jurnal Manajemen Pendidikan Al-Multazam), 4(3), 113-118.

Rahayuningsih, S. (2017). Penerapan model pembelajaran matematika model auditory intellectually repetition (AIR). Erudio Journal of Educational Innovation, 3(2), 67-83.

Santoso, A. B. (2023, July). Application of Window-Shopping Learning Model to Increase Student Learning Outcomes in IPS Courses. In 3rd International Conference

Simbolon, P., & Simbolon, N. (2022, February). Learning Environment with the Learning Concentration on Students. In Proceeding International Conference on Religion, Science and Education (Vol. 1, pp. 109-115).

Sumiyati, S. (2022). Enhancing The Learning Outcomes in English Course Material with Passive Voice Through the Application of the Window-Shopping Learning Model. Intensive Journal, 5(1), 51-58.

Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational psychologist, 50(1), 1-13.

Yang, Li-Hsuan. "Toward a deeper understanding of student interest or lack of interest in science." Journal of College Science Teaching 39, no. 4 (2010): 68.